Undervisning
Designs for learning
Paper til Nofa5
BY ALICE NISSEN, INGER MAIBOM AND JOHANNES FIBIGER
The Subject Matter
• “What is evident is that design is a creative, messy and
iterative process.
• Teachers rely heavily on prior knowledge and
experience in their design practice and rarely follow any
kind of formal design method process.
• This isn’t problematic in situations where the teachers
are working within known parameters, but is problematic
when they need to derive new designs within an
increasingly complex learning context, where there is an
almost infinite number of resources and tools they can
draw on.”
• (Conole, 2010, NLC)
Research question
•How do students gain
competences in
constructing and
reflecting on shareable
digital designs for
learning?
Research methods
We are doing action research by intervening in common
school classes with the purpose of changing the methods in
relation to the use and understanding of IT in learning.
•The goal is to test and develop shareable didactic designs
for learning.
•Interventions are conceptualized and then repeatedly
implemented in natural settings in order to test and
generate new theories and framework for conceptualizing
designs for learning.
•
Designs for learning
•Our main goal is to help the students making
the design process more explicit and shareable.
•Learning design as an area of research and
development includes gathering of empirical
evidence in order to understand the design
process, as well as the development of a range
of learning design resources, tools and activities.
The Design Metaphor
•
•
•
•
Design as realization of an intension
Design is defined by use and aesthetics
Design is founded in the material
The design metaphor gets schemes from
applied art, architecture and craftsmanship
• Design often has container schemes – for
instance in relation to content, surface, depth
and frame setting
• Design often contains construction-metaphors
such as scaffolding, building and foundation
Phase 1
● Our project consists of three stages with different focuses. That has led to
interesting conclusions. In the first phase (2012-2013) we aimed to strengthen
specific learning processes (substitution and augmentation) by integrating
technology as a direct tool replacement, without changing the basic form of
practice or learning design.
● Replacement means taking digital learning materials in use , that support and
facilitate already known , consolidated work practices and methodologies. One
of the conclusions of this project was, that the students productions showed no
signs of learning in the form of development of a digital educational design.
They were, as future teachers, not aware of the crucial didactic choices in the
planning of teaching.
● Based on these fledgling experiences and research about Learning Designs
introducing the students to a plethora of digital resources and technological
learning activities, leaving them alone with the design process, does not create
qualified learning design practices.
“…it’s not the tech, it’s the teach!”, Davis Muir,
Ruben R. Puentedura
EdCompBlog
Phase 2
•We selected three student groups, who made intervensions primary school
classes.
•We ‘equipped’ these students with a particular ‘resource-package’, consisting of a
number of tools and a loop-model.
•Subsequently we examined how the students used these resources in their digital
didactic design.
Making Movies
in two contexts
Flipped classroom
Phase 3
•Research and practice in learning design aims to make the tacit
practices of design for learning explicit, provide (design
models), suitable textual, visual representations to support these
practices, and suitable tools to manipulate them and
them. Conole and Wills (2013).
share
•A design model is different kinds of pedagogical tools, that
helps students entertaining multiple candidate solutions to
their design problem.
How do we use design learning and
design models in our research?
•(1) a schedule (fill-in) choices (scripts) based on learning goals,
technology and activities (Explicit design choices)
•(2) Design task: how to design a LMS-platform - in accordance to
specific requirements for a virtual learning environment
Requirements for the LMS
●
the user (pupils) are able to analyze, produce, edit and manipulate knowledge
content on the digital platform.
● the user (pupils) are able to acquire new knowledge together and use the content
together (collaborate).
● The teacher (The teacher student) are able to initiate learning processes
(workflows) on the platform, and that the process can be controlled and evaluated
on the platform.
● The platform must be provided with learning content fx, flipped classroom videos ,
illustrations or other types of digital learning resources that support the students
learning.
● At least three videos should be self -produced (Flipped Classroom) in different
formats (educreation, explain everything, webcam, Jing, pocket-film or otherwise) ,
depending on the learning content.
How do teacher student work
with Design models?
(Eksample 1)
How do teacher student work with
Design models?
(Eksample 2)
Video-contend (flipped classrom-videos) made
by teacher students
Findings
•Based on our extensive empirical data ( surveys, collected learning objects ,
internship reports, focus group interviews and classroom observations ) we can in
practice observe how the students are ' thinking ' with selected concepts before,
during and after the course.
•The fact that they have tested a particular design has made them sharper on
framing , choice of technologies, the use of the flipped classroom , and not least
the importance of evaluating-loops using John Hatties concepts of feed up , feed
back and feed forward.
•Students must via the platform have access ( and the opportunity ) to analyze,
produce, process and reflect didactically on academic content
•The teacher must have a formal basis in order to start learning processes on the
platform, and be able to control and evaluate the process via the platform
•In advance the platform must be equipped with professional content in the form
of texts, Flipped Classroom videos, illustrations or other types of learning
resources that support their learning.
Conclusion
Conclusion
Conclusion
● The conclusion of our three -year study is that focus should
not be on developing prototypes and testing their
robustness because a closed educational design quickly
becomes obsolete and does not work in all contexts.
● What is crucial in ICT-based education, is to rethink and
develop designs which are specific to target audience, topic,
course and not least competence of student learning.
● When students are equipped with IT didactic design models
(formal design methods), their IT didactic skills in the subject
are trained contributing to a didactic weight shift.
Discussion
● How can the knowledge produced by the project
about the design concept be implemented
prospectively?
● How can ICT-based educational design
contribute to the development and innovation
of teaching and learning, and how can working
with IT didactic design improve teacher training
and support the dual perspective of elementary
school and teacher training?